In prevention and health promotion interventions, screening methods and risk profile assessments are often used as tools for establishing the interventions’ effectiveness, for the selection and determination of the health status of participants. The role these instruments fulfil in the creation of effectiveness and the effects these instruments have themselves remain unexplored. In this paper, we have analysed the role screening methods and risk profile assessments fulfil as part of prevention and health promotion programmes in the selection, enrolment and participation (...) of participants. Our analysis showed, that screening methods and health risk assessments create effects as they objectify health risks and/or the health status of individuals, i.e., they select the individuals ‘at risk’ and indicate the lifestyle modifications these people are required to make in order to improve their health. Yet, these instruments also reduce the group of participants thereby decreasing the possible effect of interventions, as they provide the legitimisation for people to make choices to whether they enrol or not and what lifestyle changes they incorporate into their lives. In other words, they present a space of interaction, in which agency is distributed across the practice nurses, the participants and the instruments. Decisions were not just made upon the projection of the outcomes of these instruments; decisions that were made by both the patients and practice nurses were the resultant of their opinions on these outcomes that were formed in interaction with the instruments. (shrink)

En los más disímiles contextos universitarios, se generan hoy programas para mejorar los desempeños de los docentes en el proceso formativo; pero, infortunadamente estos no siempre resultan en un mejoramiento de la práctica cotidiana de las universidades, sobre todo en la calidad de la formación de los profesionales. De este hecho, el propósito del presente artículo está dado en realizar una valoración de las principales influencias epistemológicas en lo relativo a la profesionalización del docente universitario y develar aquellos desempeños idóneos (...) esenciales que deben poseer en este nivel de educación como expresión de las competencias que deben desarrollar. Today, in most diverse university contexts, programs are developed to improve the performance of professors in the educational process; but unfortunately, they do not always result in improving the daily practice of universities, especially in the quality of professionals training. Of this fact, the purpose of the present article is to carry out a valuation of the main epistemological influences related to the professionalization of universities` professors; and to determine the main essential suitable performances these professionals should have as an expression of the competences they must develop. (shrink)

Current UK legislation is impacting upon the feasibility and cost-effectiveness of medical record-based research aimed at benefiting the NHS and the public heath. Whereas previous commentators have focused on the Data Protection Act 1998, the Health and Social Care Act 2001 is the key legislation for public health researchers wishing to access medical records without written consent. The Act requires researchers to apply to the Patient Information Advisory Group for permission to access medical records without written permission. We present a (...) case study of the work required to obtain the necessary permissions from PIAG in order to conduct a large scale public health research project. In our experience it took eight months to receive permission to access basic identifying information on individuals registered at general practices, and a decision on whether we could access clinical information in medical records without consent took 18 months. Such delays pose near insurmountable difficulties to grant funded research, and in our case £560 000 of public and charitable money was spent on research staff while a large part of their work was prohibited until the third year of a three year grant. We conclude by arguing that many of the current problems could be avoided by returning PIAG’s responsibilities to research ethics committees, and by allowing “opt-out” consent for many public health research projects. (shrink)

The majority of Dutch physicians feel pressure when dealing with a request for euthanasia or physician-assisted suicide. This study aimed to explore the content of this pressure as experienced by general practitioners. We conducted semistructured in-depth interviews with 15 Dutch GPs, focusing on actual cases. The interviews were transcribed and analysed with use of the framework method. Six categories of pressure GPs experienced in dealing with EAS requests were revealed: emotional blackmail, control and direction by others, doubts about fulfilling the (...) criteria, counterpressure by patient’s relatives, time pressure around referred patients and organisational pressure. We conclude that the pressure can be attributable to the patient–physician relationship and/or the relationship between the physician and the patient’s relative, the inherent complexity of the decision itself and the circumstances under which the decision has to be made. To prevent physicians to cross their personal boundaries in dealing with EAS request all these different sources of pressure will have to be taken into account. (shrink)

I am aware that this hand is my own. But is the sense of ownership of my hand manifested to me in a more primitive form than judgements? On the deflationary view recently defended by Martin and Bermúdez in their works, the sense of bodily ownership has no counterpart at the experiential level. Here I present a series of cases that the deflationary account cannot easily accommodate, including belief-independent illusions of ownership and experiences of disownership despite the presence of bodily (...) sensations. I conclude that there is some kind of non-conceptual intuitive awareness of ownership. (shrink)

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In their interesting paper, Susser and Cabrera (2024) apply the contextual integrity framework to brain data and mental privacy. This framework, developed by Nissenbaum (2009) and rooted in digital...

We study a propositional bimodal logic consisting of two S4 modalities £ and [a], together with the interaction axiom scheme a £ϕ → £ aϕ. In the intended semantics, the plain £ is given the McKinsey-Tarski interpretation as the interior operator of a topology, while the labelled [a] is given the standard Kripke semantics using a reflexive and transitive binary relation a. The interaction axiom expresses the property that the Ra relation is lower semi-continuous with respect to the topology. The (...) class of topological Kripke frames characterised by the logic includes all frames over Euclidean space where Ra is the positive flow relation of a differential equation. We establish the completeness of the axiomatisation with respect to the intended class of topological Kripke frames, and investigate tableau calculi for the logic, although tableau completeness and decidability are still open questions. (shrink)

The aim of this research was to determine the degree to which undergraduate students’ learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. (...) Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university. (shrink)

RésuméKarl Popper, dans La logique de la découverte scientifique, a généralisé et formalisé, sans le savoir, les grands principes méthodologiques formulés par Claude Bernard dans son Introduction àľétude de la médecine expérimentale.Cette analogie est frappante lorsqu'on rapproche du faillibilisme poppérien ľ affirmation du physiologiste selon laquelle les progrès de la méthode expérimentale consistent en ce que la somme des vérités augmente à mesure que la somme des erreurs diminue.Ľ intérêt que ľ on porte à cette analogie dépasse la simple curiositéérudite (...) car certaines difficultés du poppérianisme sont déjà sensibles dans la méthodologie bernardienne.En effet, si ľ un et ľ autre insistent sur le caractère hypothético‐déductif de la démarche scientifique, ni ľ un ni ľ autre n'aborde le difficile problème des décisions épistémiques qu'elle requiert. C'est notamment au niveau des hypothèses falsifiantes destinées àéviter les coïncidences constituent un des écueils les plus graves que rencontre la méthode expérimen‐tale qu'est sensible cette difficulté.SummaryIn his Logic of Scientific Discovery Karl Popper, nor realizing the fact, has generalized and formalized the main methodological principles formulated by Claude Bernard in his Introduction àľ Etude de la Médecine Expérimentale.This analogy is especially noticeable when one brings together Popper's “faillibilism” and the physiologist's affirmation according to which “progress in the experimental method consists in the fact that the more the total error decreases, the more the total truth increases”.The interest in this analogy goes far beyond erudite curiosity since some of Popper's difficulties are already perceptible in Bernard's methodology.As a matter of fact, if both stress the hypothetical‐deductive nature of the scientific progress, none approaches the difficult problem of the epistemic decisions required. This difficulty is particularly perceptible at the level of the falsifying hypotheses intended to avoid the “coincidences being one of the most serious pitfalls of the experimental method” .ZusammenfassungOhne es zu wissen, hat Karl Popper in der Logik der Forschung die methodischen Prinzipien, die Claude Bernard in seiner Introduction àľ Etude de la Médecine Experimental formuliert, verallgemeinert und formalisiert.Die Analogie tritt besonders deutlich hervor, wenn man Poppers Faillibilismus mit der Behauptung des Physiologen konfrontiert, wonach der Fortschritt darin bestehen soll, dass die Summe der Wahrheiten in dem Masse zunimmt, wie die Summe der Irrtümer abnimmt.Das Interesse an dieser Analogie ist insofern nicht ein rein historisches, als gewisse Schwie‐rigkeiten, denen Popper begegnet, sich schon in Bernards Ansatz bemerkbar machen.Wenn auch beide besonderes Gewicht auf den hypothetisch‐deduktiven Charakter des wis‐senschaftlichen Vorgehens legen, so gehen sie beide nicht auf das schwierige Problem der erkenntnistheoretischen Entscheide ein, diedamit verbunden sind. Dieser Mangel macht sich vor allem bei Poppers falsifizierenden Hypothesen bemerkbar, die, wie schon Bernard formuliert, dazu dienen sollen, die Hauptschwierigkeit der experimentellen Methode, namlich das zufällige Zusammentreffen von Ereignissen, zu vermeiden. (shrink)

This theoretical analysis seeks to contribute to three objectives within the context of the proposed Frontiers Research Topic: delimit two levels of analysis in the present pandemic situation: medicine-epidemiology and behavioral psychology, still under-addressed. While medicine has its essential role on the biological side, psychology has a comparable role on the behavioral side. Analyze the importance of behavioral-educational factors in the pandemic situation, using a precise theoretical model from educational psychology for this analysis. Propose preventive, psychoeducational intervention strategies based on (...) the previous analyses. (shrink)

There is an increasing interest in publications about the sources of meaning in life; books about the art of living are immensely popular. This article discusses whether one of the ancient predecessors of current 'art of living' theories, the Stoa and more particularly Seneca, can be of interest to educators today. Seneca's explicit writings on education are relatively few, but in his letters to his friend Lucilius we find several ideas as to how educators can assist students to become wise (...) and virtuous adults. The main characteristic of the virtuous sage is his ability to maintain tranquillity of mind. While we disagree with the radicalism of Seneca's view on the extirpation of emotions, we have discovered insights that we believe can be a valuable source for educators and students in their reflections on the meaning of education for the business of life. (shrink)